Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Your task is to find three different routes for the Maine Charter Company's boats to use when sailing around the Casco Bay Islands. Role: You are a group of educated and experienced sailors competing for a position at the established charter company. Audience: Maine Charter Company board of directors. Situation: The challenge involves creating equations of linear inequalities. Product/Presentation: You will create three sailing routes using Google Earth for the charter company in order to sail safely around the Casco Bay Islands. Standards (Criteria from both rubrics - product and presentation): Product: Content 25%, Credit 10%, Add map icons 15%, Measurement tool 25%, Record tour and create path 20%, Attractiveness 5%. Presentation: Comprehension 30%, Posture and Eye Contact 10%, Speaks Clearly and Professional 15%, Preparedness 25%, Time Limit 10%, Enthusiasm 10%.
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Smart Boards: Students must create their own equation and present it to the class showing each step of how to solve the equation using the smart board.
• Sketchfu: Students will have to take formula functions and graph them using sketchfu and then present their process of graphing with the class while it plays along.
• Mind Mapping: Students will create a graphic organizer to display that solution techniques can rearrange formulas with inequalities.
• Student Publishing: Students must create a short story written for other students, explaining how to find solutions to equations.
• iMovie: Students must create a skit or song to help future students remember how to solve equation and rewrite expressions.
• Blogger: Students will blog about the trouble they had while trying to solve the problems and say one new thing they discovered while solving systems of linear inequalities.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre-Assessment: Students will work in groups to answer a pre-algebraic survey.
• Checking for Understanding: 3-2-1, Example/non-example, human graph, slap it, lets compare notes, triangular prism.
• Timely Feedback: Self, peer, teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (CCS)
• graphing two formula functions can allow for finding approximate solutions to the equation.
6. Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. 7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• Algebra
• Equations and Linear Inequalities
Through what authentic performance task will students demonstrate understandings?
The Maine Charter Company is starting a new tour that takes tourists around the Casco Bay Islands. There are many possible routes and the charters chief navigator just retired and his position is now open for hiring. The company is now looking for young experienced sailors to come up with the navigational routes around the Casco Bay Islands. They want you to come up with three new routes that are safe and also a nice scenic route around the islands. You have already passed the interview stage of this hiring process but now you must present your routes to the board of directors in an oral presentation. They want you to use Google Earth and you must come up with linear equations that represent each route. This will help ease of use for the charter company. The route must also be attractive using many Google Earth tools specified in the rubric given to you prior to the presentation. If the board of directors likes your route then they will present them to the Maine Charter Company and you will be their new chief of navigation!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• Google Earth
• Oral Presentation
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
• Content 25%
• Credits 10%
• Add map icons 15%
• Measurement Tool 25%
• Record tour and create path 20%
• Attractiveness 5%
• Comprehension 30%
• Posture and Eye Contact 10%
• Speaks Clearly and Professional 15%
• Preparedness 25%
• Time Limit 10%
• Enthusiasm 10%
Stage 2 - Determine Acceptable Evidence.
Role: You are a group of educated and experienced sailors competing for a position at the established charter company.
Audience: Maine Charter Company board of directors.
Situation: The challenge involves creating equations of linear inequalities.
Product/Presentation: You will create three sailing routes using Google Earth for the charter company in order to sail safely around the Casco Bay Islands.
Standards (Criteria from both rubrics - product and presentation):
Product: Content 25%, Credit 10%, Add map icons 15%, Measurement tool 25%, Record tour and create path 20%, Attractiveness 5%.
Presentation: Comprehension 30%, Posture and Eye Contact 10%, Speaks Clearly and Professional 15%, Preparedness 25%, Time Limit 10%, Enthusiasm 10%.
• Sketchfu: Students will have to take formula functions and graph them using sketchfu and then present their process of graphing with the class while it plays along.
• Mind Mapping: Students will create a graphic organizer to display that solution techniques can rearrange formulas with inequalities.
• Student Publishing: Students must create a short story written for other students, explaining how to find solutions to equations.
• iMovie: Students must create a skit or song to help future students remember how to solve equation and rewrite expressions.
• Blogger: Students will blog about the trouble they had while trying to solve the problems and say one new thing they discovered while solving systems of linear inequalities.
• Checking for Understanding: 3-2-1, Example/non-example, human graph, slap it, lets compare notes, triangular prism.
• Timely Feedback: Self, peer, teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• Credits 10%
• Add map icons 15%
• Measurement Tool 25%
• Record tour and create path 20%
• Attractiveness 5%
• Posture and Eye Contact 10%
• Speaks Clearly and Professional 15%
• Preparedness 25%
• Time Limit 10%
• Enthusiasm 10%